Abbott K
University of Victoria, University College of the Cariboo, Kamloops, British Columbia, Canada.
Comput Nurs. 1993 Mar-Apr;11(2):78-89.
In this article, the author reports on a study that investigated the conceptions and attitudes of community college diploma nursing students toward the use of computers in hospitals. Data were collected during 35 audio-taped interviews, which were analyzed using the constant comparative method. Findings indicated that students had little understanding of how computers are used by nurses today and how they might be used in the future. Four categories of student conceptions of the use of computers by hospital-employed nurses emerged: workload, patient care, image, and professionalism. Conceptions within each category were grouped into subcategories that supported the notion that hospital employed nurse's work was enhanced or detracted from by computer use. Although the majority of students had a positive attitude toward computer use by nurses, their conceptions differed in quality or complexity in direct proportion to the year in the program and their amount of clinical experience. Nurse educators have a two-fold responsibility: 1) to foster positive attitudes toward computer use; and 2) to facilitate the learning process so that students' levels of conception increase throughout the nursing program.
在本文中，作者报告了一项研究，该研究调查了社区学院护理专业文凭学生对医院使用计算机的观念和态度。数据收集于35次音频访谈期间，采用持续比较法进行分析。研究结果表明，学生们对当今护士如何使用计算机以及未来可能如何使用计算机了解甚少。出现了医院聘用护士使用计算机的四类学生观念：工作量、患者护理、形象和专业精神。每个类别中的观念又被细分为子类别，这些子类别支持这样一种观点，即计算机的使用对医院聘用护士的工作有促进或减损作用。尽管大多数学生对护士使用计算机持积极态度，但他们的观念在质量或复杂性上与课程中的年级以及临床经验量成正比。护士教育工作者有双重责任：1）培养对计算机使用的积极态度；2）促进学习过程，以便在整个护理课程中提高学生的观念水平。
